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Chapter 01: The History and Interviewing Process
Ball: Seidel’s Guide to Physical Examination, 9th Edition
MULTIPLE CHOICE
1. Which question would be considered a “leading question?”
a. “What do you think is causing your headaches?”
b. “You don’t get headaches often, do you?”
c. “On a scale of 1 to 10, how would you rate the severity of your headaches?”
d. “At what time of the day are your headaches the most severe?”
ANS: B
Stating to the patient that he or she does not get headaches would limit the information in the
patient’s answer. Asking the patient what he or she thinks is causing the headaches is an
open-ended question. Asking the patient how he or she would rate the severity of the
headaches and asking what time of the day the headaches are the most severe are direct
questions.
DIF: Cognitive Level: Applying (Application)
OBJ: Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation
2. When are open-ended questions generally most useful?
a. During sensitive area part of the interview
b. After several closed-ended questions have been asked
c. While designing the genogram
d. During the review of syst ems
N R I G B.C M
ANS: A
U S N T O
Asking open-ended questions during the sensitive part of the interview allows you to gather
more information 9and 9establishes 9you 9as 9an 9empathic 9listener, 9which 9is 9the 9first 9step
9of 9effective 9communication. 9Asking 9closed-ended 9questions 9may 9stifle 9the 9patient’s
9desire 9to 9discuss 9the 9history 9of 9the 9illness. 9Interviewing 9for 9the 9purpose 9of 9designing
9a 9genogram 9or 9conducting 9a 9review 9of 9systems 9requires 9more 9focused 9data 9than 9can
9be 9more 9easily 9gathered 9with 9direct 9questioning.
DIF: Cognitive 9Level: 9Understanding 9(Comprehension)
OBJ: 9 9 Nursing 9process—assessment MSC: 9 Physiologic 9Integrity: 9Physiologic 9Adaptation
3. Periods 9of 9silence 9during 9the 9interview 9can 9serve 9important 9purposes, 9such 9as:
a. allowing 9the 9clinician 9to 9catch 9up 9on 9documentation.
b. promoting 9calm.
c. providing 9time 9for 9reflection.
d. increasing 9the 9length 9of 9the 9visit.
ANS: 9 C
Silence 9is 9a 9useful 9tool 9during 9interviews 9for 9the 9purposes 9of 9reflection, 9summoning
9courage, 9and 9displaying 9compassion. 9This 9is 9not 9a 9time 9to 9document 9in 9the 9chart, 9but
9rather 9to 9focus 9on 9the 9patient. 9Periods 9of 9silence 9may 9cause 9anxiety 9rather 9than
9promote 9calm. 9The 9length 9of 9the 9visit 9is 9less 9important 9than 9getting 9critical
9information.
, DIF: Cognitive 9Level: 9Understanding 9(Comprehension)
OBJ: 9 9 Nursing 9process—assessment MSC: 9 Physiologic 9Integrity: 9Physiologic 9Adaptation
4. Mr. 9Franklin 9is 9speaking 9with 9you, 9the 9healthcare 9provider, 9about 9his 9respiratory 9problem. 9Mr.
Franklin 9says, 9“I’ve 9had 9this 9cough 9for 93 9days, 9and 9it’s 9getting 9worse.” 9You 9reply,
9“Tell 9me 9more 9about 9your 9cough.” 9Mr. 9Franklin 9states, 9“I 9wish 9I 9could 9tell 9you
9more. 9That’s 9why 9I’m 9here. 9You 9tell 9me 9what’s 9wrong!” 9Which 9caregiver 9response
9would 9be 9most 9appropriate 9for 9enhancing 9communication?
a. “After 93 9days, 9you’re 9tired 9of 9coughing. 9Have 9you 9had 9a 9fever?”
b. “I’d 9like 9to 9hear 9more 9about 9your 9experiences. 9Where 9were 9you 9born?”
c. “I 9don’t 9know 9what’s 9wrong. 9You 9could 9have 9almost 9any 9disease.”
d. “I’ll 9examine 9you 9and 9figure 9out 9later 9what 9the 9problem 9is.”
ANS: 9 A
“After 93 9days, 9you’re 9tired 9of 9coughing. 9Have 9you 9had 9a 9fever?” 9is 9the 9only 9response 9aimed 9a
focusing 9on 9the 9chief 9compliant 9to 9gather 9more 9data 9and 9does 9not 9digress 9from 9the 9issue.
DIF: Cognitive 9Level: 9Analyzing 9(Analysis)
OBJ: 9 9 Nursing 9process—assessment MSC: 9 Physiologic 9Integrity: 9Physiologic 9Adaptation
5. After 9you 9ask 9a 9patient 9about 9her 9family 9history, 9she 9says, 9“Tell 9me 9about 9your 9family 9now.”
Which 9response 9is 9generally 9most 9appropriate?
a. Ignore 9the 9patient’s 9comment 9and 9continue 9with 9the 9interview.
b. Give 9a 9brief, 9undetailed 9answer.
c. Ask 9the 9patient 9why 9she 9needs 9to 9know.
d. Tell 9the 9patient 9that 9you 9do 9not 9discuss 9your 9family 9with 9patients.
ANS: NURSINGTB.COM
9 B
Giving 9a 9brief, 9undetailed 9answer 9will 9satisfy 9the 9patient’s 9curiosity 9about 9yourself
9without 9invading 9your 9private 9life. 9Ignoring 9the 9patient’s 9comment, 9continuing 9with
9the 9interview, 9and 9telling 9the 9patient 9that 9you 9do 9not 9discuss 9your 9family 9with
9patients 9will 9potentially 9anger 9or 9frustrate 9her 9and 9keep 9her 9from 9sharing 9openly.
9Asking 9the 9patient 9why 9she 9needs 9to 9know 9will 9distract 9from 9the 9real 9reason 9she 9is
9seeking 9care 9and 9instead 9move 9the 9interview 9conversation 9away 9from 9the 9topics 9that
9should 9be 9discussed.
DIF: Cognitive 9Level: 9Applying 9(Application)
OBJ: 9 9 Nursing 9process—assessment MSC: 9 Physiologic 9Integrity: 9Physiologic 9Adaptation
6. A 936-year-old 9woman 9complains 9that 9she 9has 9had 9crushing 9chest 9pain 9for 9the 9past 92
9days. 9She 9seems 9nervous 9as 9she 9speaks 9to 9you. 9An 9appropriate 9response 9is 9to:
a. continue 9to 9collect 9information 9regarding 9the 9chief 9complaint 9in 9an
9unhurried 9manner.
b. finish 9the 9interview 9as 9rapidly 9as 9possible.
c. ask 9the 9patient 9to 9take 9a 9deep 9breath 9and 9calm 9down.
d. ask 9the 9patient 9if 9she 9wants 9to 9wait 9until 9another 9day 9to 9talk 9to 9you.
ANS: 9 A
, With 9an 9anxious, 9vulnerable 9patient, 9it 9is 9best 9to 9not 9hurry; 9a 9calm 9demeanor 9will
9communicate 9caring 9to 9the 9patient. 9If 9you 9as 9a 9healthcare 9provider 9are 9hurried, 9the
9patient 9will 9be 9more 9anxious. 9The 9best 9way 9to 9assist 9an 9anxious 9patient 9is 9to 9not
9hurry 9and 9remain 9calm, 9because 9this 9will 9communicate 9caring 9to 9the 9patient. 9Asking
9the 9patient 9if 9she 9wants 9to 9wait 9until 9another 9day 9to 9talk 9to 9you 9delays 9the 9needed
9health 9care.
DIF: Cognitive 9Level: 9Applying 9(Application)
OBJ: 9 9 Nursing 9process—assessment MSC: 9 Physiologic 9Integrity: 9Physiologic 9Adaptation
7. Ms. 9A 9states, 9“My 9life 9is 9just 9too 9painful. 9It 9isn’t 9worth 9it.” 9She 9appears 9depressed. 9Which 9on
of 9the 9following 9statements 9is 9the 9most 9appropriate 9caregiver 9response?
a. “Try 9to 9think 9about 9the 9good 9things 9in 9life.”
b. “What 9in 9life 9is 9causing 9you 9such 9pain?”
c. “You 9can’t 9mean 9what 9you’re 9saying.”
d. “If 9you 9think 9about 9it, 9nothing 9is 9worth 9getting 9this 9upset 9about.”
ANS: 9 B
Specific 9but 9open-ended 9questions 9are 9best 9used 9when 9the 9patient 9has 9feelings 9of 9loss 9of
self-worth 9and 9depression. 9“Try 9to 9think 9about 9the 9good 9things 9in 9life,” 9“You 9can’t
9mean 9what 9you’re 9saying,” 9and 9“If 9you 9think 9about 9it, 9nothing 9is 9worth 9getting 9this
9upset 9about” 9are 9statements 9that 9will 9hurry 9the 9patient 9and 9offer 9only 9superficial
9assurance.
DIF: Cognitive 9Level: 9Analyzing 9(Analysis)
OBJ: 9 9 Nursing 9process—assessment MSC: 9 Physiologic 9Integrity: 9Physiologic 9Adaptation
8. You 9are 9collecting 9a 9history 9from 9a 916-year-old 9girl. 9Her 9mother 9is 9sitting 9next 9to
9her 9in 9the 9examination 9room. 9When 9collecting 9history 9from 9older 9children 9or
9adolescents, 9they 9should
be: NURSINGTB.COM
a. given 9the 9opportunity 9to 9be 9interviewed 9without 9the 9parent 9at 9some 9point
9during 9the 9interview.
b. mailed 9a 9questionnaire 9in 9advance 9to 9avoid 9the 9need 9for 9them 9to 9talk.
c. ignored 9while 9you 9address 9all 9questions 9to 9the 9parent.
d. allowed 9to 9direct 9the 9flow 9of 9the 9interview.
ANS: 9 A
The 9adolescent 9should 9be 9given 9the 9opportunity 9to 9give 9information 9directly. 9This
9enhances 9the 9probability 9that 9the 9adolescent 9will 9follow 9your 9advice. 9Mailing 9a
9questionnaire 9in 9advance 9to 9avoid 9the 9need 9for 9her 9to 9talk 9does 9not 9assist 9the
9adolescent 9in 9learning 9to 9respond 9to 9answers 9regarding 9her 9health. 9The 9parent 9can
9help 9fill 9in 9gaps 9at 9the 9end. 9If 9she 9is 9ignored 9while 9you 9address 9all 9questions 9to 9the
9parent, 9the 9patient 9will 9feel 9as 9though 9she 9is 9just 9being 9discussed 9and 9is 9not 9part 9of
9the 9process 9for 9the 9health 9care. 9The 9healthcare 9provider 9should
always 9direct 9the 9flow 9of 9the 9interview 9according 9to 9the 9patient’s 9responses.
DIF: Cognitive 9Level: 9Applying 9(Application)
OBJ: 9 9 Nursing 9process—assessment MSC: 9 Physiologic 9Integrity: 9Physiologic 9Adaptation
9. Information 9that 9is 9needed 9during 9the 9initial 9interview 9of 9a 9pregnant 9woman 9includes
9all 9the 9following 9except:
a. the 9gender 9that 9the 9woman 9hopes 9the 9baby 9will 9be.
b. past 9medical 9history.
c. healthcare 9practices.
, d. the 9woman’s 9remembering 9(knowledge) 9about 9pregnancy.
ANS: 9 A
The 9initial 9interview 9for 9the 9pregnant 9woman 9should 9include 9information 9about 9her
9past 9medical 9history, 9assessment 9of 9health 9practices, 9identification 9of 9potential 9risk
9factors, 9and 9assessment 9of 9remembering 9(knowledge) 9as 9it 9affects 9the 9pregnancy. 9The
9gender 9of 9the 9fetus 9is 9not 9as 9important 9as 9the 9information 9about 9her 9past 9medical
9history, 9healthcare 9practices, 9and
the 9woman’s 9remembering 9(knowledge) 9about 9her 9pregnancy.
DIF: Cognitive 9Level: 9Understanding 9(Comprehension)
OBJ: 9 9 Nursing 9process—assessment MSC: 9 Physiologic 9Integrity: 9Physiologic 9Adaptation
10. When 9interviewing 9older 9adults, 9the 9examiner 9should:
a. speak 9extremely 9loudly, 9because 9most 9older 9adults 9have 9significant
9hearing 9impairment.
b. provide 9a 9written 9questionnaire 9in 9place 9of 9an 9interview.
c. position 9himself 9or 9herself 9facing 9the 9patient.
d. dim 9the 9lights 9to 9decrease 9anxiety.
ANS: 9 C
The 9healthcare 9provider 9should 9position 9himself 9or 9herself 9so 9that 9the 9older 9patient 9can
9see 9his 9or 9her 9face. 9Shouting 9distorts 9speech, 9dimming 9the 9lights 9impairs 9vision, 9and
9a 9written 9interview 9may 9be 9necessary 9if 9all 9else 9fails.
DIF: Cognitive 9Level: 9Understanding 9(Comprehension)
OBJ: 9 9 Nursing 9process—assessment MSC: 9 Physiologic 9Integrity: 9Physiologic 9Adaptation
11. To 9what 9extent 9should 9the 9p aN
t i e nR
t 9w iI
t h 9aGphyBsi.
caCl 9diM
sability 9or 9emotional 9disorder 9be
U S N T O
9involved 9in 9providing 9health 9history 9information 9to 9the 9health 9professional?
a. The 9patient 9should 9be 9present 9during 9information 9collection 9but 9should
9not 9be 9addressed 9directly.
b. All 9information 9should 9be 9collected 9from 9past 9records 9and 9family 9members
9while 9the 9patient 9is 9in 9another 9room.
c. The 9patient 9should 9be 9involved 9only 9when 9you 9sense 9that 9he 9or 9she
9may 9feel 9ignored.
d. The 9patient 9should 9be 9fully 9involved 9to 9the 9limit 9of 9his 9or 9her 9ability.
ANS: 9 D
Patients 9who 9are 9disabled 9may 9not 9give 9an 9effective 9history, 9but 9they 9must 9be
9respected, 9and 9the 9history 9must 9be 9obtained 9from 9them 9to 9the 9greatest 9extent
9possible. 9Patients 9should 9be 9addressed 9directly 9and 9participate 9in 9the 9interview 9to 9the
9extent 9of 9their 9ability.
DIF: Cognitive 9Level: 9Understanding 9(Comprehension)
OBJ: 9 9 Nursing 9process—assessment MSC: 9 Physiologic 9Integrity: 9Physiologic 9Adaptation
12. When 9taking 9a 9history, 9the 9nurse 9should:
a. ask 9the 9patient 9to 9give 9you 9any 9information 9he 9or 9she 9can 9recall 9about
9his 9or 9her 9health.
b. start 9the 9interview 9with 9the 9patient’s 9family 9history.
c. use 9a 9chronologic 9and 9sequential 9framework.
d. use 9a 9holistic 9and 9eclectic 9structure.
Chapter 01: The History and Interviewing Process
Ball: Seidel’s Guide to Physical Examination, 9th Edition
MULTIPLE CHOICE
1. Which question would be considered a “leading question?”
a. “What do you think is causing your headaches?”
b. “You don’t get headaches often, do you?”
c. “On a scale of 1 to 10, how would you rate the severity of your headaches?”
d. “At what time of the day are your headaches the most severe?”
ANS: B
Stating to the patient that he or she does not get headaches would limit the information in the
patient’s answer. Asking the patient what he or she thinks is causing the headaches is an
open-ended question. Asking the patient how he or she would rate the severity of the
headaches and asking what time of the day the headaches are the most severe are direct
questions.
DIF: Cognitive Level: Applying (Application)
OBJ: Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation
2. When are open-ended questions generally most useful?
a. During sensitive area part of the interview
b. After several closed-ended questions have been asked
c. While designing the genogram
d. During the review of syst ems
N R I G B.C M
ANS: A
U S N T O
Asking open-ended questions during the sensitive part of the interview allows you to gather
more information 9and 9establishes 9you 9as 9an 9empathic 9listener, 9which 9is 9the 9first 9step
9of 9effective 9communication. 9Asking 9closed-ended 9questions 9may 9stifle 9the 9patient’s
9desire 9to 9discuss 9the 9history 9of 9the 9illness. 9Interviewing 9for 9the 9purpose 9of 9designing
9a 9genogram 9or 9conducting 9a 9review 9of 9systems 9requires 9more 9focused 9data 9than 9can
9be 9more 9easily 9gathered 9with 9direct 9questioning.
DIF: Cognitive 9Level: 9Understanding 9(Comprehension)
OBJ: 9 9 Nursing 9process—assessment MSC: 9 Physiologic 9Integrity: 9Physiologic 9Adaptation
3. Periods 9of 9silence 9during 9the 9interview 9can 9serve 9important 9purposes, 9such 9as:
a. allowing 9the 9clinician 9to 9catch 9up 9on 9documentation.
b. promoting 9calm.
c. providing 9time 9for 9reflection.
d. increasing 9the 9length 9of 9the 9visit.
ANS: 9 C
Silence 9is 9a 9useful 9tool 9during 9interviews 9for 9the 9purposes 9of 9reflection, 9summoning
9courage, 9and 9displaying 9compassion. 9This 9is 9not 9a 9time 9to 9document 9in 9the 9chart, 9but
9rather 9to 9focus 9on 9the 9patient. 9Periods 9of 9silence 9may 9cause 9anxiety 9rather 9than
9promote 9calm. 9The 9length 9of 9the 9visit 9is 9less 9important 9than 9getting 9critical
9information.
, DIF: Cognitive 9Level: 9Understanding 9(Comprehension)
OBJ: 9 9 Nursing 9process—assessment MSC: 9 Physiologic 9Integrity: 9Physiologic 9Adaptation
4. Mr. 9Franklin 9is 9speaking 9with 9you, 9the 9healthcare 9provider, 9about 9his 9respiratory 9problem. 9Mr.
Franklin 9says, 9“I’ve 9had 9this 9cough 9for 93 9days, 9and 9it’s 9getting 9worse.” 9You 9reply,
9“Tell 9me 9more 9about 9your 9cough.” 9Mr. 9Franklin 9states, 9“I 9wish 9I 9could 9tell 9you
9more. 9That’s 9why 9I’m 9here. 9You 9tell 9me 9what’s 9wrong!” 9Which 9caregiver 9response
9would 9be 9most 9appropriate 9for 9enhancing 9communication?
a. “After 93 9days, 9you’re 9tired 9of 9coughing. 9Have 9you 9had 9a 9fever?”
b. “I’d 9like 9to 9hear 9more 9about 9your 9experiences. 9Where 9were 9you 9born?”
c. “I 9don’t 9know 9what’s 9wrong. 9You 9could 9have 9almost 9any 9disease.”
d. “I’ll 9examine 9you 9and 9figure 9out 9later 9what 9the 9problem 9is.”
ANS: 9 A
“After 93 9days, 9you’re 9tired 9of 9coughing. 9Have 9you 9had 9a 9fever?” 9is 9the 9only 9response 9aimed 9a
focusing 9on 9the 9chief 9compliant 9to 9gather 9more 9data 9and 9does 9not 9digress 9from 9the 9issue.
DIF: Cognitive 9Level: 9Analyzing 9(Analysis)
OBJ: 9 9 Nursing 9process—assessment MSC: 9 Physiologic 9Integrity: 9Physiologic 9Adaptation
5. After 9you 9ask 9a 9patient 9about 9her 9family 9history, 9she 9says, 9“Tell 9me 9about 9your 9family 9now.”
Which 9response 9is 9generally 9most 9appropriate?
a. Ignore 9the 9patient’s 9comment 9and 9continue 9with 9the 9interview.
b. Give 9a 9brief, 9undetailed 9answer.
c. Ask 9the 9patient 9why 9she 9needs 9to 9know.
d. Tell 9the 9patient 9that 9you 9do 9not 9discuss 9your 9family 9with 9patients.
ANS: NURSINGTB.COM
9 B
Giving 9a 9brief, 9undetailed 9answer 9will 9satisfy 9the 9patient’s 9curiosity 9about 9yourself
9without 9invading 9your 9private 9life. 9Ignoring 9the 9patient’s 9comment, 9continuing 9with
9the 9interview, 9and 9telling 9the 9patient 9that 9you 9do 9not 9discuss 9your 9family 9with
9patients 9will 9potentially 9anger 9or 9frustrate 9her 9and 9keep 9her 9from 9sharing 9openly.
9Asking 9the 9patient 9why 9she 9needs 9to 9know 9will 9distract 9from 9the 9real 9reason 9she 9is
9seeking 9care 9and 9instead 9move 9the 9interview 9conversation 9away 9from 9the 9topics 9that
9should 9be 9discussed.
DIF: Cognitive 9Level: 9Applying 9(Application)
OBJ: 9 9 Nursing 9process—assessment MSC: 9 Physiologic 9Integrity: 9Physiologic 9Adaptation
6. A 936-year-old 9woman 9complains 9that 9she 9has 9had 9crushing 9chest 9pain 9for 9the 9past 92
9days. 9She 9seems 9nervous 9as 9she 9speaks 9to 9you. 9An 9appropriate 9response 9is 9to:
a. continue 9to 9collect 9information 9regarding 9the 9chief 9complaint 9in 9an
9unhurried 9manner.
b. finish 9the 9interview 9as 9rapidly 9as 9possible.
c. ask 9the 9patient 9to 9take 9a 9deep 9breath 9and 9calm 9down.
d. ask 9the 9patient 9if 9she 9wants 9to 9wait 9until 9another 9day 9to 9talk 9to 9you.
ANS: 9 A
, With 9an 9anxious, 9vulnerable 9patient, 9it 9is 9best 9to 9not 9hurry; 9a 9calm 9demeanor 9will
9communicate 9caring 9to 9the 9patient. 9If 9you 9as 9a 9healthcare 9provider 9are 9hurried, 9the
9patient 9will 9be 9more 9anxious. 9The 9best 9way 9to 9assist 9an 9anxious 9patient 9is 9to 9not
9hurry 9and 9remain 9calm, 9because 9this 9will 9communicate 9caring 9to 9the 9patient. 9Asking
9the 9patient 9if 9she 9wants 9to 9wait 9until 9another 9day 9to 9talk 9to 9you 9delays 9the 9needed
9health 9care.
DIF: Cognitive 9Level: 9Applying 9(Application)
OBJ: 9 9 Nursing 9process—assessment MSC: 9 Physiologic 9Integrity: 9Physiologic 9Adaptation
7. Ms. 9A 9states, 9“My 9life 9is 9just 9too 9painful. 9It 9isn’t 9worth 9it.” 9She 9appears 9depressed. 9Which 9on
of 9the 9following 9statements 9is 9the 9most 9appropriate 9caregiver 9response?
a. “Try 9to 9think 9about 9the 9good 9things 9in 9life.”
b. “What 9in 9life 9is 9causing 9you 9such 9pain?”
c. “You 9can’t 9mean 9what 9you’re 9saying.”
d. “If 9you 9think 9about 9it, 9nothing 9is 9worth 9getting 9this 9upset 9about.”
ANS: 9 B
Specific 9but 9open-ended 9questions 9are 9best 9used 9when 9the 9patient 9has 9feelings 9of 9loss 9of
self-worth 9and 9depression. 9“Try 9to 9think 9about 9the 9good 9things 9in 9life,” 9“You 9can’t
9mean 9what 9you’re 9saying,” 9and 9“If 9you 9think 9about 9it, 9nothing 9is 9worth 9getting 9this
9upset 9about” 9are 9statements 9that 9will 9hurry 9the 9patient 9and 9offer 9only 9superficial
9assurance.
DIF: Cognitive 9Level: 9Analyzing 9(Analysis)
OBJ: 9 9 Nursing 9process—assessment MSC: 9 Physiologic 9Integrity: 9Physiologic 9Adaptation
8. You 9are 9collecting 9a 9history 9from 9a 916-year-old 9girl. 9Her 9mother 9is 9sitting 9next 9to
9her 9in 9the 9examination 9room. 9When 9collecting 9history 9from 9older 9children 9or
9adolescents, 9they 9should
be: NURSINGTB.COM
a. given 9the 9opportunity 9to 9be 9interviewed 9without 9the 9parent 9at 9some 9point
9during 9the 9interview.
b. mailed 9a 9questionnaire 9in 9advance 9to 9avoid 9the 9need 9for 9them 9to 9talk.
c. ignored 9while 9you 9address 9all 9questions 9to 9the 9parent.
d. allowed 9to 9direct 9the 9flow 9of 9the 9interview.
ANS: 9 A
The 9adolescent 9should 9be 9given 9the 9opportunity 9to 9give 9information 9directly. 9This
9enhances 9the 9probability 9that 9the 9adolescent 9will 9follow 9your 9advice. 9Mailing 9a
9questionnaire 9in 9advance 9to 9avoid 9the 9need 9for 9her 9to 9talk 9does 9not 9assist 9the
9adolescent 9in 9learning 9to 9respond 9to 9answers 9regarding 9her 9health. 9The 9parent 9can
9help 9fill 9in 9gaps 9at 9the 9end. 9If 9she 9is 9ignored 9while 9you 9address 9all 9questions 9to 9the
9parent, 9the 9patient 9will 9feel 9as 9though 9she 9is 9just 9being 9discussed 9and 9is 9not 9part 9of
9the 9process 9for 9the 9health 9care. 9The 9healthcare 9provider 9should
always 9direct 9the 9flow 9of 9the 9interview 9according 9to 9the 9patient’s 9responses.
DIF: Cognitive 9Level: 9Applying 9(Application)
OBJ: 9 9 Nursing 9process—assessment MSC: 9 Physiologic 9Integrity: 9Physiologic 9Adaptation
9. Information 9that 9is 9needed 9during 9the 9initial 9interview 9of 9a 9pregnant 9woman 9includes
9all 9the 9following 9except:
a. the 9gender 9that 9the 9woman 9hopes 9the 9baby 9will 9be.
b. past 9medical 9history.
c. healthcare 9practices.
, d. the 9woman’s 9remembering 9(knowledge) 9about 9pregnancy.
ANS: 9 A
The 9initial 9interview 9for 9the 9pregnant 9woman 9should 9include 9information 9about 9her
9past 9medical 9history, 9assessment 9of 9health 9practices, 9identification 9of 9potential 9risk
9factors, 9and 9assessment 9of 9remembering 9(knowledge) 9as 9it 9affects 9the 9pregnancy. 9The
9gender 9of 9the 9fetus 9is 9not 9as 9important 9as 9the 9information 9about 9her 9past 9medical
9history, 9healthcare 9practices, 9and
the 9woman’s 9remembering 9(knowledge) 9about 9her 9pregnancy.
DIF: Cognitive 9Level: 9Understanding 9(Comprehension)
OBJ: 9 9 Nursing 9process—assessment MSC: 9 Physiologic 9Integrity: 9Physiologic 9Adaptation
10. When 9interviewing 9older 9adults, 9the 9examiner 9should:
a. speak 9extremely 9loudly, 9because 9most 9older 9adults 9have 9significant
9hearing 9impairment.
b. provide 9a 9written 9questionnaire 9in 9place 9of 9an 9interview.
c. position 9himself 9or 9herself 9facing 9the 9patient.
d. dim 9the 9lights 9to 9decrease 9anxiety.
ANS: 9 C
The 9healthcare 9provider 9should 9position 9himself 9or 9herself 9so 9that 9the 9older 9patient 9can
9see 9his 9or 9her 9face. 9Shouting 9distorts 9speech, 9dimming 9the 9lights 9impairs 9vision, 9and
9a 9written 9interview 9may 9be 9necessary 9if 9all 9else 9fails.
DIF: Cognitive 9Level: 9Understanding 9(Comprehension)
OBJ: 9 9 Nursing 9process—assessment MSC: 9 Physiologic 9Integrity: 9Physiologic 9Adaptation
11. To 9what 9extent 9should 9the 9p aN
t i e nR
t 9w iI
t h 9aGphyBsi.
caCl 9diM
sability 9or 9emotional 9disorder 9be
U S N T O
9involved 9in 9providing 9health 9history 9information 9to 9the 9health 9professional?
a. The 9patient 9should 9be 9present 9during 9information 9collection 9but 9should
9not 9be 9addressed 9directly.
b. All 9information 9should 9be 9collected 9from 9past 9records 9and 9family 9members
9while 9the 9patient 9is 9in 9another 9room.
c. The 9patient 9should 9be 9involved 9only 9when 9you 9sense 9that 9he 9or 9she
9may 9feel 9ignored.
d. The 9patient 9should 9be 9fully 9involved 9to 9the 9limit 9of 9his 9or 9her 9ability.
ANS: 9 D
Patients 9who 9are 9disabled 9may 9not 9give 9an 9effective 9history, 9but 9they 9must 9be
9respected, 9and 9the 9history 9must 9be 9obtained 9from 9them 9to 9the 9greatest 9extent
9possible. 9Patients 9should 9be 9addressed 9directly 9and 9participate 9in 9the 9interview 9to 9the
9extent 9of 9their 9ability.
DIF: Cognitive 9Level: 9Understanding 9(Comprehension)
OBJ: 9 9 Nursing 9process—assessment MSC: 9 Physiologic 9Integrity: 9Physiologic 9Adaptation
12. When 9taking 9a 9history, 9the 9nurse 9should:
a. ask 9the 9patient 9to 9give 9you 9any 9information 9he 9or 9she 9can 9recall 9about
9his 9or 9her 9health.
b. start 9the 9interview 9with 9the 9patient’s 9family 9history.
c. use 9a 9chronologic 9and 9sequential 9framework.
d. use 9a 9holistic 9and 9eclectic 9structure.
